ASBA Associate May 2018

Vol.54 May 2018

3 From the Chair 22 Risk Management Skills
4 A Master Planning Journey at Xavier College 24 Is My School Financially Sustainable?
7 Experiencing the AICD Company Directors’ Course 27 King’s College ‘Environmentalism’
10 ISCA Update 32 Mentone Grammar: New Learning Centre for Years 5 & 6
13 Workplace Investigations: Procedural Fairness 34 St Mary’s College celebrates 150 years
20 Improving Fee Collection - Part II 38 News from the CEO

Published by the Association of School Business Administrators

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tporYmhigrroeagahuncatg.tanwoicYgieYrtrcisveleoieooolngae.clunughhetrrhinif’aatoswilnwladnitnkniihibenqlct,liahneuecanggincdeegnnaepedssiatrfnturothtabataonohaveninmldeniiiiddmtgdeeyeuoeaedrpnwtvnsndboolheetdtoialtwairimeifrhmntnnykryiiae,tdsnc,phpnnatgielwnaerctnskdinghmeorderidyarsiyfoegiicrkbtnnifhaiottsigo’tmwmtlsnie.otcofhayeYioliafmsdanowrtnweupaotoapdh’ngogrlneilaekmrcmodrabt,meavatpewgtteerenetiloehoveprnagcvnyeirmtgohemioamieivrtnvtennon’ebiisprndcqaryiudltsneeiounemrkoacducemsm,onprestewgehcreoemmepitenrertaotaohgteebntrtarirahikinedasvginnsees,etteiheksys.tynatt,aptootmgbtyotirhufoiioaodloyaiiruvnclto,nnsyesrtgpaitaparsachsrngnpneeineoeaaded.cdrmnnciiafticdiifnecsiecnedrbtooaeilnentshdtwyinoigtuhsrin Cost
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eNrwPeNbcbvloieioaeilomtdlmantepekbesbpattenaeilhudehccatrapciuateosolpartnseeuooiobrtnmdnofeat [email protected]%rrotfaorbifo.eo6aivafinmsn5tivnnhsob%.ektiaiucoouCreasn.oescecPrfemoactlienfotofeiacdh@nusianeteent.aevvatCisdcolsbedoeiocsarnettpec.tiwaerasfoisiiolvclalnfisdan.etafdeour.cost

FASrBoAmUpdtahtee Chair

Lindsay Bovill was elected Chair of ASBA Limited in March 2018 and has been a
Director since 2012. He is a former Deputy Chair of ASBA Limited and is also an
Executive Committee member and immediate Past President of the Queensland
Chapter. He chaired the ASBA 2013 National Conference held in Cairns,
Queensland. Lindsay is the General Manager of St Peters Lutheran College in
Brisbane, Queensland, a position that he has held for the past 6 years.

It is a great pleasure and privilege for Other matters considered by the Board ASBA Executive
me to write my first From the Chair included: Chair
column as the new Chair of ASBA • The two-yearly Board review Mr Lindsay Bovill
Limited. presentation by Melissa Grundy from St Peters Lutheran College
The Board met at Hotel Kurrajong in Effective Governance 66 Harts Rd, Indooroopilly QLD 4068
Canberra on 22nd – 23rd March 2018. • Presentation of the draft Strategic Plan Tel: (07) 3377 6222
This two-day meeting included the ASBA 2018 – 2021 by the Deputy Chair and Email: [email protected]
Limited Annual General Meeting (AGM), Chief Executive Officer
which was held on Friday 23 March 2018. • Agreement to Constitution Deputy Chair
The Board Meeting included the election amendments to accommodate Ms Elizabeth Stannard
of office bearers and I am very pleased a reduction in Board size to one Anglican Church Grammar School
to be joined on the incoming Executive Director from each Chapter, plus “Churchie”, Oaklands Parade
by Deputy Chair, Elizabeth Stannard a Chair, commencing after the Annual East Brisbane QLD 4169
(Anglican Church Grammar School General Meeting in March 2019.
“Churchie”, Brisbane) and Treasurer, Treasurer
David Barker (Barker College, Sydney). It was pleasing to see many of the Mr David Barker
Leanne Smith (Ruyton Girls’ School, strategic targets of the current Strategic Barker College
Melbourne) was elected as Chair of the Plan 2015-2018 being met or exceeded. 91 Pacific Hwy, Hornsby NSW 2077
Professional Development Committee. The three strategic pillars: Excellence in
On behalf of the Board, I wish to sincerely Leadership and Governance, Chapter and ASBA Chief Executive Officer and
thank our outgoing Chair Shaun Sargent, Member Engagement and Professional Editor of the Associate
for his outstanding leadership, dedication, Development have been the focus of our Philippa Thomas
enthusiasm and professionalism during Board meetings. The next phase of our Association of
his term as Chair. It gives me great journey over the next three years to 2021 is School Business Administrators
comfort knowing Shaun will remain exciting for our organisation, I look forward PO Box 4694 Toowoomba East QLD 4350
on the Board as a Director, and I have to sharing development of this important Tel: (02) 9431 8682
appreciated Shaun’s wisdom and wise governance responsibility over coming Email: [email protected]
counsel having served as his Deputy months.
Chair during these past two years. I am very much looking forward to ASBA Members as at May 2018
The ASBA Limited Board is thrilled serving our association as Chair over the Association of
with these appointments and has full next three years and I welcome contact School Business Administrators (NSW) Inc
confidence that the elected office bearers, and feedback from members at chair@
professionally supported by our hard- asba.asn.au at any time. Association of
working Chief Executive Officer, Pip School Bursars and Administrators (VIC) Inc
Thomas, will continue the development Lindsay Bovill | Chair
of ASBA as a leading professional Association of
organisation within the education sector. School Business Administrators (QLD) Inc

Association of
School Business Administrators (WA) Inc

Association of
School Business Administrators (SA&NT) Inc

Association of
School Business Administrators (TAS) Inc

Association of
School Business Administrators (ACT) Inc

Association of
School Bursars and Administrators (NZ) Inc

Cover photograph: MENTONE GRAMMAR STUDENTS IN THE
Keith Jones Learning Centre for Years 5 & 6

MAY 2018 3

Our Schools

A Master Planning Journey
at Xavier College

A journey starts somewhere, and with Xavier College, located north of the metropolitan area of
Adelaide, just outside of the regional town of Gawler, it started when it was established in 1995 as a
YEAr 8-12 school designed to accommodate an initial enrolment of up to 650 students.

Xavier College is a co-educational The newly developed master plan was designed in three stages, incorporating:
Catholic secondary school in the Stage 1: the development of the Mawson Discovery Base precinct;
Salesian tradition. At the heart
of this approach pioneered by St Francis Stage 2: construction of a new double court gymnasium, a student services
de Sales from whom the Salesians take hub and external plaza area; and

their name, is a charism that respects Stage 3: refurbishment and construction of a new auditorium, staff centre and
the dignity of each person. Don Bosco, music facility.
founder of the Salesian Order, took that

Salesian spirituality and used it to develop 1
a healthy way of working with the young.
One of Don Bosco’s most important

statements about working with the young

is “Young people not only need to be

loved, they need to feel that they are Stage 1 commenced with the moving of ten transportable buildings
loved.” from the northern end of the College to the southern end, to create

When the enrolment increased to the Mawson Discovery Base precinct which included the science
980 at the beginning of 2014, and with learning centre funded under BER. To extend the teaching and learning
the likely inclusion of a full Year 7 intake outcomes into the school yard, a new external landscaping project was
in the near future, a master plan was commissioned that provided several canopies for an outside students’
implemented to respond to the anticipated work space, and a mathematics grid for the faculty to use for student
demand. One immediate challenge to learning. This stage also vacated parts of the College to enable Stage 2
be addressed was how to hold a whole to commence.

school community event in an old single

court gymnasium? The answer was the

development of a new master plan to not

only accommodate the current facilities,

but also to prepare for the future ones

expected for teaching and learning

demands moving towards 2019.

The College had already constructed

a new science learning centre funded

under BER, and then was successful

in receiving further funding to construct

a trade training centre to complement

its technical studies facility. To support

its faith formation, it also refurbished an

existing building into a new contemporary

chapel. Mawson Discovery Base Precinct

2 3

Stage 2 provided a new Xavier College is now embarking on
the third stage of its master plan, with
double court gymnasium, documentation underway to convert the
old single court gymnasium into a new
named after Sir Doug Nicholls, auditorium, and the former library into a
centrally located staff centre.
that is used for whole-school
The College is excited about the
assemblies with room for all construction of a new auditorium, which
will be able to seat 300+ people into a
900+ students, 100+ staff venue that is conducive to larger style
presentations. In addition, it will contain
and guests to be seated two additional multipurpose rooms and
a welcoming foyer, which will provide the
in comfort with substantial College with a facility to present to large
gatherings, from student forums to parent
acoustic treatment and access Sir Doug Nicholls Gymnasium information nights, Community events to
to the latest audio and visual guest speakers, and to accommodate
professional learning opportunities for staff
equipment. The capacity to to utilise both the auditorium, and/or the
two flexible multipurpose rooms.
conduct internal physical
Xavier College, applying its Salesian
education classes has more tradition, operates under a vertical student
house structure, structured into four
than doubled. houses with staff also assigned to Houses.
When it comes to staff facility planning,
The Sir Doug Nicholls rather than provide staffrooms based on
faculties, it provides staffrooms based
Gymnasium was opened early on each of the four Houses. Therefore
the new staff centre will not only provide
2017 by both the Honourable kitchen and catering facilities for staff,
but connected under the same roof will
Simon Birmingham, be the four staff house rooms, effectively
providing one all-inclusive staff centre.
Minister for Education and
The new auditorium and staff centre
Training, and Aunty Pam are expected to be completed during
2019, and the question will be where to
Pedersen, daughter of the next? The journey for Xavier College will
continue with a review of the music faculty
late pastor, sportsman and requirements to complete the third stage
of the master plan.
former Governor of South STUDENT HUB
Australia. Part of the opening The lifecycle of any school requires
that we, as custodians of the properties we
ceremony also included the manage, must be continually adapting to
the demands and learning requirements
commissioning of the new of our communities. Our decisions,
whilst taking into account financial and
Saint Mary MacKillop Student practical considerations, must also reflect
the needs of the students that we are
Hub Centre and external entrusted to educate and give them the
best opportunity to reach their greatest
plaza. Principal Lynn Martin potential.

said “the College Board Karl Barber
Business Manager, Xavier College
decided to establish the
MAY 2018 5
tradition of naming buildings

on the school site after people

who have had a significant

impact on the history of SA.

This has resulted in a walk

around Xavier College being THE EXTERNAL PLAZA
a South Australian history

lesson.”

Built by Badge Constructions, ahead of schedule and on budget, the

facilities now play an important part in ensuring the College is ready to

accommodate Year 7 students in 2019.

The student service hub, named after Saint Mary MacKillop, is a very

contemporary resource, information and service centre, which incorporates all

student services, including library services, adaptive education, counselling,

indigenous education, ICT services and vocational education. Opening onto

the student services area are three flexible teaching and learning spaces with

glazed operable walls. More like a University hub this building is designed to

be a meeting place and “one stop shop” for student services which is adjacent

to the new outdoor area.

The external Plaza links the new facilities and incorporates multiple

large canopies, a terraced amphitheatre and additional student seating

areas alongside the new buildings and garden beds which encourage more

interaction and community building amongst our staff and students.

6 ASBA ASSOCIATE

ASBA Matters

Experiencing the
AICD Company Directors’ Course

This year our Association announced their partnership with the AICD that enables its members to forego
the joining fee for signing up with Australia’s peak governance body. In January of this year I had the
privilege of undertaking the Australian Institute of Company Directors’ Company Directors’ Course and
as one of the first ASBA members to do so since the deal was brokered I thought I would share a little
of my experience with you.

AICD Company Directors’ Course

What: A five-day interactive workshop style governance course delivered by exceptional facilitators.
Cost: $7,699 for AICD members. AICD membership joining fee is free for ASBA members.
How: 120 hours. 40 hours of preparatory reading, 5 full days of workshop style facilitation and 40 hours to undertake
the assessment.
Assessment: Online multiple choice exam, online short-answer exam and a 3000 word assignment.
Designation: GAICD, Graduate Member of the AICD or MAICD if you choose not to complete the assessment.

H aving secured funding from me that long to get through the course to and sitting on school boards meant I
my employer to undertake material before the workshops began. was exactly the sort of person who could
the Company Directors’ benefit from undertaking this training.
Course I signed up excitedly, totally The AICD course has a strong
underestimating what lay before me. I’m reputation and I must admit I was a bit There are 10 modules covered over
a chartered accountant, I’d previously intimidated when I arrived for the first the five day of the course, two modules
studied corporations law, but I knew I day half expecting to be sitting next each day.
was in for a challenge when the five large to the CEO of a public company and
folders of binded notes was couriered to questioning whether I might belong. One The first session was somewhat
my office six-weeks prior to the course of the first elements of the course is to go introductory, The Role of the Board and
commencement. round the room introducing ourselves and the Practice of Directorship followed by
while there was a public company CEO Decision Making in the afternoon. Key
I began to read the notes in my spare in our group of 25, in reality participants learnings from this module included
time, then some of my family time and were more commonly represented defining what was the Board’s role
by the end had to take annual leave in government agencies and not for and what was the role of the CEO and
order to get the reading completed in that profits than commercial enterprises. executives so that each effectively
period. They recommend 30 – 40 hours Post-introductions I was a little less empowers the other. In short, the Board
and while the notes are well drafted and apprehensive and It wasn’t long before I should set the vision and the CEO
relatively high level it really did take was comfortable that my roles reporting deliver it.

(Continued p8)

MAY 2018 7

ASBA Matters

Experiencing the
AICD Company Directors’ Course

8 ASBA ASSOCIATE

A five-day interactive workshop style governance
course delivered by exceptional facilitators.

The second day considers the appropriate strategic direction. placed on the role of the Board Chair.
Directors’ Duties and the Board’s Legal Directors are challenged to ask the The knowledge and skills learnt over the
Environment. Our facilitator took delight in questions: Where are we now? Where do week were then applied in a series of
expressing that if any of us still wanted to we want to go? How can we get there? ‘mock’ board meetings based around a
be a Director after attending his session Are the risks of pursuing this objective comprehensive case study of a company
that we must be crazy. After discussing within our risk appetite? facing various crises which really gave
the many associated personal risks, I participants a flavour of both the positive
could understand what he meant. Key On day four the course moves on to and negative aspects of having a Board
discussions were also held around the the financial modules: Financial Literacy position.
director’s many fiduciary duties and the for Directors and Driving Financial
requirements of the Corporations Law and Performance. There was obviously a By the end of the week I was
Trade Practices Act. wide range of accountancy skills and simultaneously exhausted and
experience and they cleverly got around exhilarated. We had covered so much
A list of the fiduciary duties owed this by separating the more advanced material and I had new perspectives
to the company follows: participants and having them collaborate on how I could better perform both my
on a case study while the remaining executive and director roles that I was
• the duty to act in the interests group covered the basics and then keen to apply. My only regret is that
of a company as a whole; invited the specialised group to return after taking a week out of the office I
and rotate through the room coaching came back to a backlog of activity that
• the duty not to act for an their peers in ratio analysis and financial stopped me from diving straight into
improper purpose; statement interpretation. The facilitator the assessment, which in turn made
particularly stressed the importance completing the assignment much less
• the duty of care and diligence; of all directors having some financial efficient.
• the duty to retain discretion; literacy, and not being satisfied deferring
to the accountants on the board, which Overall, we are all aware of the high
• the duty to avoid conflicts of is obviously a very relevant message for esteem with which the GAICD designation
interest; school board directors who have such is held. If you can afford the significant
varying backgrounds. time and cost commitment then I’m sure
• the duty not to disclose you will find that these investments pay
confidential information The fifth day began by considering off very quickly in the more effective
board effectiveness and the many facets governance and operations of your
Day three considers managing both soft and hard that go into making school.
organisational Risk and setting boards work well together and with
organisational Strategy. The topics executive teams. Particular emphasis was William Neil |Business Services Officer
are linked because they stress that Lutheran Education
determining an organisation’s risk appetite
is the foundation to determining

As a postscript, it would be remiss of me to make observations about the course without making reference to the amazing
catering. The food on offer at the AICD’s Melbourne Office was really exceptional!

Study Tips

Make sure you do the prereading before the course begins. The workshops talk around the notes, and not to them, and it is very much
assumed you have read them when you begin.

Read the assessment case studies the evening before the classes begin and so you can reference the material covered to the scenario
you will need to comment on.

Participants appeared to be generally very open to forming study groups and you will probably benefit from collaborating via email on the
assessment.

The AICD provide practice assessment tasks to undertake before doing the real thing which helps you to know exactly what to expect
when you press ‘Start’.

MAY 2018 9

ISCA Update

The 2016 Census:

t he ch ang ing fa ce of A ustralian schooling

Enrolments Family income

Enrolments in the Independent, The 2016 Census results show an increasing similarity in income
Catholic and government sectors have between the Independent and Catholic sectors.
all grown since 2011. The Independent
sector has been growing the fastest at 10 There has been a continuation in the trend of strong Independent
per cent, the Catholic sector at 8 per cent sector growth for medium-income families ($52,000 to $155,999). In
and government schools at 9 per cent. the previous Census high income earners were the greatest share of
Independent enrolments, but in 2016 medium-income families have
Despite media reports of a significant now become most common at 46 per cent.
shift to government schools in recent
years, the 2016 Census shows that since A similar trend is evident for Catholic schools, with 56 per cent
2011 the Independent sector enrolment coming from middle-income families.
share has remained unchanged at
15.2 per cent. Catholic schools have Over time the proportion of low-income families (below $52,000)
experienced a slight decline from 21.6 per in the Independent and Catholic sectors has remained fairly constant
cent to 21.3 per cent, while government at around 13 per cent. Government schools show a distinctly different
schools have increased from 63.3 per trend with 26 per cent of their students from low-income families.
cent to 63.5 per cent.

Looking at the state makeup, the Dependent children per family
highest proportion of Independent sector Census results show that the average number of dependent children
students can be found in South Australia in an Australian family has remained relatively stable at 2.42 from 2011 to
with 18 per cent attending Independent 2016.
schools, the highest proportion of Islamic families have shown a significant increase in dependent
Catholic enrolments is in the ACT with 25 numbers (from 3.07 to 3.11), but numbers have largely remained consistent
per cent, and the Northern Territory has across the non-religious and main Christian religions.
the highest proportion of government Independent schools remain unchanged at an average of 2.40 children,
sector students at 70 per cent. while Catholic schools have had a slight decline in family size, dropping
from 2.42 to 2.39 children. Government schools have the largest families
with an average of 2.43 children.

10 ASBA ASSOCIATE

The release of the results of the 2016 Census of Population and Housing brings significant new
data to help understand ongoing demographic trends and changes in the ever-evolving makeup
of Australia’s three education sectors.
ISCA’s analysis of the Census data looks at trends across school sectors in areas including
enrolment share and growth, family income, dependent children and religious affiliation.

Religious affiliation
When it comes to the religious affiliation of students across the three sectors, probably the most notable trend is the continued
growth of the No Religion category.
Since the previous Census, students with no religion have increased from 30 per cent to 37 per cent. Catholic religious affiliation
has declined from 30 per cent to 27 per cent, Anglican religious affiliation has changed from 15 per cent to 11 per cent, while other
religions have remained constant at 25 per cent.
It would be fair to say that all three school sectors are, on average, becoming increasingly non-religious. In Independent schools
the No Religion category grew from 24 per cent in 2011 to 31 per cent in 2016. In Catholic schools families selecting No Religion
went from 10 per cent to 14 per cent, and in the Government sector it grew from 38 percent to 45 per cent

So, what does this mean?
The 2016 ABS Census result confirms the ongoing trend of recent years that sees the non-government sector’s
Independent and Catholic schools becoming demographically more similar in the type of communities they serve.
With the continued growth in Independent sector enrolments, particularly amongst medium-income families, schools will
need to plan for the challenges of raising sufficient capital funding for new schools and the expansion of existing schools.
On the other hand, if family size continues to contract schools will also need to allow for this in forward planning.
And schools may need to think about the implications of the slow but steady rise of secularism, and the ways this may affect
their approach to religious education and how they market their schools.
The 2016 Census of Population and Housing confirms the adage that the only constant is change. But by utilising tools such
as the Census data, schools can stay on top of trends and changes and make prudent planning decisions for the future.

MAY 2018 11

Advertorial

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A CASE STUDY

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environments that blended seamlessly with Our Business Manager had some permanent solution rather than a
contacts through his Business
temp fix. They are here to stay and they will
A
be staying in their selected locations.

the school’s existing architecture; spaces Manager networks who mentioned a
that made financial sense while still offering possible solution out at Camberwell Girls Q Is it appealing that the pods can
great flexibility for future developments. Grammar. Subsequently a delegation of be easily relocated if need be?
Add to this, the challenge of being fully BMG reps, including myself and the school
operational within 48 days of signing architect, visited CGG to inspect the Pods, A
contracts. His solution? Harwyn. their aesthetics and their functionality. It is Although they are easy to
fair to say that we liked what we saw. relocate, these Pods will not

change location. The flexibility of relocation

Conceived by architects and Q was definitely a positive during our search
manufactured in Australia, the multi
award-winning Harwyn Pods have Was time a factor in choosing phase.
become a popular choice for schools, Harwyn over traditional building
with their ability to be customised, often Q
with minimum planning requirements and methods? How did you find the process of
no-fuss installation. As Camberwell Girls’ dealing with Harwyn?
A
The most important factor A Harwyn were fantastic to deal
for the school was time. A with. Always willing to assist with

traditional build, as well as other modular

Grammar discovered, Harwyn Pods are fast solutions was not able to meet our inspections, minor detail changes and
becoming the special-purpose teaching extremely tight time frames. With a sudden
space of choice for modern schools. influx of student numbers, we needed the installation.
Pods faster than they could be designed in Q
How have the staff, students and

the traditional fashion. parents reacted?
A
Q What were you looking for? Q What were the design features Staff, students and parents all love
that appealed to you?
the Pods. They have commented

A A on how “classy” the Pods look. Staff and

The school was looking for a The alucabond cladding and the students using the Pods have enjoyed the
possibility to create a high level of
quick, attractive and affordable sound proofing qualities of them.

solution to a shortage in individual music acoustic baffling were very appealing. The

spaces for teachers and students. Pods would sit well in the BMG landscape

and would fit in with existing architecture.

12 ASBA ASSOCIATE

Technical Update

Workplace Investigations:

Procedural Fairness and the Privilege of
Legal Professional Privilege

The key to defensible discipline and dismissal processes often
revolves around competent workplace investigations into

alleged wrongdoing. MEGAN BOWE, Partner of FCB Workplace
Law, explains the importance of understanding the basics of
sound workplace investigations.

WHY INVESTIGATE? What if the employee does not

If you are made aware of possible want an investigation into their

misconduct by an employee that may complaint?

justify disciplinary action, it is vital that A few years ago I facilitated a becomes aware of an issue, it is imperative
a thorough workplace investigation is training session for a group of HR that the employer considers the potential
carried out to determine whether the professionals in which I posed the risks arising from the complaint, and
alleged conduct actually occurred and question: what would you do if an makes an assessment about the extent to
whether there are any aggravating or employee approached you and began which the issue should be investigated and
mitigating circumstances which will affect the conversations with the words “I don’t the process for doing so.
the outcome of the disciplinary process. want you to do anything about this, but
…”. The answers ranged from walking When to investigate?
Attempting to discipline an employee away quickly before the employee had
without first having investigated the matter a chance to say anything further to The efficiency of an investigation
is akin to sentencing someone without a demanding the employee tell all and hinges on timing. Delays may result in loss
trial. You may not have all the facts, the preventing them from leaving the room of evidence as witnesses’ memories decay,
punishment may not fit the crime and until they had done so! documents are lost or footage is taped
it’s likely that the employee won’t get the over. You should conduct an investigation
chance to put forward their side of the In reality, it is all too common for an as soon as practicable, otherwise you risk
story. This will likely lead to an inaccurate, employee to raise a workplace issue conveying the message that you do not
unfair result and could potentially expose with their employer “informally” and regard the alleged conduct as serious
the school to a myriad of unnecessary not wishing for any formal action to be enough to warrant attention or worse, that
workplace risks, not least of which is a taken. In some instances, it may be you condone such behaviour.
claim of unfair dismissal. that the employee is simply looking for
a sounding board or an opportunity to Sometimes, allegations are not brought
Not every incident requires an vent but how do you tell the difference to your attention until a long time after the
investigation of course, but it is absolutely between an airing of grievances and incident was supposed to have occurred.
crucial that certain matters are subject to serious allegations of misconduct? The requirement to investigate as soon
further investigation, such as a breach of as possible is not diminished in these
policy, complaints about bullying, sexual All employers have a duty to protect circumstances, even if you suspect that
harassment or discrimination, allegations their employees against inappropriate little evidence remains.
of theft, fraud, fighting, use or possession (and at times unlawful) behaviour and
of illicit drugs, breaches of safety, or if an conduct in the workplace. This generally (Continued p14)
employee claims that he or she has been means that, irrespective of an employee’s
subject to adverse action stemming from views on how their workplace issue
a ‘workplace right’ under the Fair Work should be managed, once the employer
Act 2009.

MAY 2018 13

Technical Update

Workplace Investigations:

Procedural Fairness and the Privilege of
Legal Professional Privilege

CASE STUDY #1 ?

Ms RT v The School [2015] FWC 2927 Who Should Conduct the
Investigation?
This decision involved a finding that a
primary school teacher had been unfairly A worrying trend for employers is the increasing rate at
dismissed after taping three 5 year old students which managers or groups of managers are being named
to their classroom chairs, using masking tape as individual respondents to bullying and harassment
like a “seatbelt” to secure the children to this claims involving employees who are being performance
chairs until they finished their work. managed or who are the subject of investigations alleging
misconduct. Conducting thorough investigations is a skill,
Once the school became aware of the and the approach undertaken will be highly dependent
allegations against the teacher (Ms RT), the upon the allegations under review and the nature/role of the
school permitted Ms RT to continue teaching the participants involved in the investigation process. However,
class for a further two weeks before it suspended as the case study above indicates, a poorly managed
Ms RT and commenced a formal investigation investigation can be the difference between a successful or
into her conduct. When she was subsequently unsuccessful defence of unfair dismissal proceedings.
dismissed, Ms RT commenced unfair dismissal
proceedings on the ground of harshness due to One of the most important initial steps in undertaking
the delay between the incidents occurring and an investigation is to identify an appropriate investigator. In
the school taking action. carrying out this task the key questions to ask are:

While the Fair Work Commission found • if established, do the allegations relate to misconduct
that Ms RT’s conduct was deliberate and a or serious misconduct?
clear breach of both school policy and child
protection guidelines, and summary dismissal • what is the potential risk to the business (eg litigation,
was an appropriate response, given the school bad publicity, decreased employee morale)?
allowed a two-week delay in commencing its
investigation, the Commission found the school’s • is there any risk that the complainant, the respondent
“decision to permit her to continue to teach or other employees could perceive an element of bias
after the allegations against her were made was affecting the proposed investigator (eg is the
inconsistent with that summary dismissal” and respondent a member of the senior executive)?
therefore, the summary dismissal was harsh.
• do you have the internal skills and capability to
The Commission said, “in simple terms, if conduct the type of investigation that’s being
her behaviour was that significant, the school proposed?
acted inappropriately by allowing her to
continue to teach before it even commenced its • Assuming those internal persons do have the
investigation.” necessary skillset to conduct the investigation, do
they have the capacity to complete a timely
As the dismissal was found to be harsh, that investigation?
meant it was also unfair. The school was ordered
to pay Ms RT 6 weeks’ wages on the basis that Answering these questions will allow the business to
it was likely she would have been dismissed determine whether the investigation can be carried out
with 6 weeks’ notice if not summarily dismissed. internally or whether it may be more appropriate to engage
Importantly, the Commission noted that if Ms RT an external investigator.
had been dismissed with notice, the outcome
would have been different.

14 ASBA ASSOCIATE

...it is imperative that the employer
considers the potential risks arising
from the complaint, and makes an
assessment about the extent to which
the issue should be investigated and
the process for doing so.

CASE S TUDY # 2

Anders v The Hutchins School [2016] FWC 241 ?

A teacher, Mrs Anders, having been

diagnosed with depression and anxiety, advised When should you engage
her employer that she was struggling with her an expert?
workload and subsequently took a period of
personal leave. After she returned, Mrs Anders It is not always appropriate or effective for an
was advised that she would be permanently investigation to be conducted internally. Circumstances
placed in a non-teaching role, to which she where an employer should consider engaging an external
responded by lodging a disability discrimination investigator include, but are not necessarily limited to:
complaint against the school. Following
a number of confrontations, Mrs Anders’ • where a complaint is made against a senior
employment was terminated. employee, a member of the executive or a member of
the Board (if applicable);
Her dismissal was found to be unfair by the
Fair Work Commission for a number of reasons, • where the conduct forming the substance of the
many relating to the investigation the employer allegations is serious and the risk implications are
had conducted into her behaviour. As an high, for example allegations involving
example, one of the complainants was involved sexual harassment for which the employer could be
in the investigation of his own complaint, thereby found vicariously liable;
undermining the necessary impartial objectivity
of investigations. Together with the school’s • where there is a risk that an internal investigator will
knowledge of Mrs Anders’ mental health issues, be conflicted, whether due to the identity of the
this meant that there was no reasonable basis complainant or the respondent or because of
for concluding that the allegations against her their personal involvement in the matters on which the
had been substantiated. The Commission found allegations are based;
that the school should have considered the
incidents “in the context of her depression and • where the employer does not have adequate
anxiety and frustration”, noting that employers resources to properly conduct the investigation
could not be “wilfully blind to interpersonal internally. This may be due to time constraints or an
issues within the workplace or fail to act on absence of appropriately trained personnel; and/or

• when it may be beneficial to attach legal professional
privilege to the investigation process and findings.

them”. If you engage a Solicitor as an investigator with the

intent of creating legal professional privilege over the

investigation documents, it is important to consider which

documents will be privileged (eg will witness statements be

protected or only the report on the investigation findings)

and how you will separate the role of investigator (who is

responsible for making findings of fact) from the role of

legal advisor (who is responsible for providing advice based

on the findings of fact).

(Continued p16)

NOVEMMBEAYR 20185 15

Technical Update

Workplace Investigations:

Procedural Fairness and the Privilege of
Legal Professional Privilege

GETTING IT WRONG

The risks of getting an investigation wrong are numerous. A case from a
couple of years ago provides the perfect example: an employer who failed to
provide the employee being investigated with the particulars of the complaints
made against him, failed to follow its own grievance procedure, failed to take
the employee’s response into account when making its decision and relied
heavily upon uncorroborated assumptions and the results of past unrelated
investigations paid a heavy price when it was not only ordered to pay the
employee 6 months’ wages but also an additional $1.4 million in outstanding
bonus payments plus interest (Sharma v Bibby Financial Services Australia Pty
Ltd [2012] NSWSC 1157).
For employers, the key tips for conducting investigations include:

a documentation is crucial;
a record the lawful, objective reasons for any actions taken;
a act without delay;
a ensure you have an uncompromised decision maker;
a update your contracts to exclude reciprocal application of policies and

include express provisions around misconduct;

a design and implement clear policies and procedures, particularly in relation

to bullying, harassment, equal opportunity and the handling of workplace
grievances; and

a if you don’t know, or you are uncertain about, the correct processes to

follow in initiating workplace investigations, seek professional advice
sooner rather than later.

Megan Bowe | FCB Group






16 ASBA ASSOCIATE

MAY 2017 17

18 ASBA ASSOCIATE

Technical Update

Improving Fee Collection
A Three Part Process

In this series of three articles, I am considering practical ways of
ensuring that parents actually pay school fees. In the November
2017 issue of Associate, I flagged the dangers of engaging in
misleading conduct before a child was actually enrolled. In this
issue, I look at the enrolment contract – a vital document when
seeking to recover fees.

D avid For d | Emil F ord Lawy ers

The Enrolment Contract Terms of Enrolment
Making the Contract -
Offer and Acceptance While schools already have their Ending the enrolment

Contracts are formed when enrolment terms, they were often There ought to be provision for the
one party makes an offer which is
accepted by the other. The enrolment prepared many years ago and no longer school to end the enrolment if:
contract is no different. It is important
for schools to ensure that their represent best practice or even the (a) the principal considers that a
process is such that they are making
the offer to the parents. This allows school’s day-to-day practice. These terms mutually beneficial relationship of trust
the school to dictate the terms upon
which the offer is made. While in should be reviewed regularly. and co-operation between the parents
theory parents could come back with
a counter offer, in practice parents will Late Payment Fees and the school has broken down; or
either accept the offer or reject it.
It is okay to include a right to charge (b) the student has failed to meet the
Accordingly, schools ought to
ensure before making an offer that, late fees where parents do not pay school requirements of the relevant Standards
among other things, the parents are
able to afford the school’s fees. Once fees on time. However, any late fees must Authority or has otherwise failed to
satisfied of this, the school normally
makes an offer of a place for the not seek to penalise. They must reflect make satisfactory progress in his or her
child to start in a particular year. The
parents are asked to accept the offer the estimated cost to the school of the academic work.
by signing a document which sets
out the terms of the contract and by school fees being paid late and must not Conducting searches
paying an enrolment fee. When this
happens, the enrolment contract has be an amount that could be considered While teachers may conduct searches
been made.
extravagant or unconscionable. under their general authority as teachers,
It is very important to ensure that
both parents sign the acceptance A Term’s Fees in lieu of Notice it is sensible to spell out the school’s right
document. If only one parent signs,
the enrolment contract will be with Requiring parents to give a term’s to search student’s belongings (including
that parent. This means that, if
it becomes necessary to sue for notice that a student is to be withdrawn electronic devices) or person.
unpaid fees, the action can only be
maintained against the parent who is sensible. Charging a term’s fees where Discipline
signed the acceptance. Clearly, it is
in the school’s interests to be able notice is not given is only enforceable if it Parents should be required to
to recover unpaid fees from either or
both parents. compensates the school for the loss it will support the school’s discipline policy

suffer as a result. and to acknowledge that students may

The “Helicopter Parent” clause be suspended or expelled for serious

Given the tendency of some parents breaches of that policy. Reference to

to hover over their child and their child’s procedural fairness is sensible given that

teachers in a misguided attempt to it is often required for school registration.

promote the best interest of their child, it Health and Safety

is prudent to include terms: A school should not try to avoid its

(a) requiring parents to abide by duty of care obligations in its terms.

school rules and policies, participate However, it is reasonable for a school to

appropriately in their child’s education expect parents to co-operate with it in

and school activities, and behave fulfilling those obligations. Accordingly,

considerately in dealings with staff and parents should be required to keep the

other parents; school fully informed of a student’s health

(b) giving the school some flexibility as issues or other special needs.

to the courses it offers from time to time

and noting which courses and activities (Continued p20)

are compulsory.

MAY 2018 19

Technical Update

Improving Fee Collection
A Three Part Process

Privacy The Enrolment Contract
School privacy policies and enrolment An Opportunity!
contract terms should allow the school The enrolment contract is one of a school’s most important documents.
to take photographs and video footage Therefore:
of students and parents for use in school 1. Get the enrolment process right!
publications, on the school’s website 2. Have a comprehensive enrolment policy.
and in other marketing and promotional 3. Understand your discrimination obligations.
material. 4. Keep your enrolment terms up-to-date by regular review.
5. Get both parents to sign everything.
Amending the Terms of Enrolment However, keep in mind that the enrolment contract is different from
Normally, a contract cannot be commercial contracts where parties negotiate hard to get the best deal for
unilaterally amended by one party to it. themselves. Schools and parents are not seeking the best deal for themselves;
An enrolment contract will often cover they are seeking to enter a relationship through which a child will receive an
a period of six to thirteen years. During education. An enrolment contract formalises the partnership between the school
that time, a school may wish to update and the parents to achieve the common aim of providing excellent outcomes
its terms. To allow this, the terms should for the student. As such, enrolment contracts should be seen as relational
include provision for amendment subject contracts. They should be simple, friendly and clearly expressed.
to giving parents enough notice of the This is not to say that enrolment contracts should not protect schools. The
change to allow them to find another enrolment contract should of course deal with the payment of fees and other
school for their child if they are not happy related issues. However, it should not only
with the change. deal with those issues. If an enrolment contract only deals with money, the
parents will understandably feel that the school is only concerned about getting
its fees.
Use your enrolment contract as an opportunity to build a strong and lasting
relationship with each new family joining your school community.
In the next issue, I will examine some practical issues in the actual fee
recovery process.

20 ASBA ASSOCIATE

Technical Update

Risk Management Skills

Why is risk management important?
How are you managing risk in your day to day work at present?

Business managers face risks risk provides a picture of the likelihood of contracts for a contractor to submit a risk
every day during the course of project success. Think of this in terms of register in the form of a brief report which
their work. Risk management managing any type of project. lists the perceived risks for the project to
is the process which aims to help Risk management is particularly help guide the project team to deliver a
organisations understand, evaluate and relevant for School Business Managers successful scheme.
take action on all the risks they face, with and Facilities Managers dealing with
a view to increasing the probability of building projects. The risk management The benefits of building a risk aware
their success and reducing the likelihood process is intended to assist in identifying culture amongst school management
of failure. It could also be considered to potential unacceptable cost increases, include:
be a management style which is based time delays or shortfalls in performance
on assessing the potential likelihood or quality. By recognising what action • Facilitates better communication
and impact that could be caused to an can be taken to correct the causes or • Adds realism to the process of
organisation or business if key (strategic) consequences of the risks identified, the running a project
risks are not controlled and mitigated. manager can then maintain a balance • Raises awareness to risk, threats
Risk management should form part between the expectations of stakeholders and opportunities
of the culture of the school with clear and preferred solutions or outcomes. • Encourages forward thinking and
responsibilities laid down for every planning
manager and employee to be involved What risk management seeks to • Improves likelihood of success
in the management of risk. It supports achieve is the pin pointing of the key
accountability, performance measurement cost, scheduling or performance drivers, School personnel will be used to
and reward and thus promotes efficiency which then allows corrective actions undertaking risk assessment in the
at all levels. to be focused where they will prove to context of health and safety, insurance
be most effective. For example when claims and in preparing business
Risk management is an integral part specifying fitting out work for a number continuity plans. In health and safety a
of managing a project which recognises of classrooms, make sure that furniture, standard five step approach is followed:
the possibility that unexpected events fittings or building components are not identify hazards; decide who might be
may affect the progress or outcome of the on a long delivery lead-in time, which harmed and how; evaluate the risks and
plan, task or development. Systematically would delay progress and completion decide on precautions; record findings,
identifying, analysing and then managing of a contract and increase costs. It is implement changes and improvements,
commonplace at the start of building review and update assessments. The
process of risk management follows
a similar series of activities: identify
objectives and what are the risks; analyse
where the risks lie and their importance;
plan what should be done about these
risks and then manage/control/monitor
the approach chosen to ensure it is
effective. Identification is the stage at
which to establish, characterise and list
in a register the initial information on risks
– threats and opportunities. The register
typically sets out the risk description,
impact, risk owner and action plan listing
responsibilities.

(Continued p22)

NOVEMBMERAY20210518 2211

Technical Update

Risk Management Skills

cTahuetiopnrso;Wcreeschsoyrodfifisrnirsdkiinsgmksa,mnimaagpenlemamegennet tmfcohellaonnwgtses aansdimimilaprrosveermiees notsf, review and update
activities: identify
d what areimtheproisrktsa; annta?lyse where the risks lie and their importance; plan what should
t these risks and then manage/control/monitor the approach chosen to ensure it is

ntificationHisothwe satargee yatowuhimchatoneasgtaibnligsh,rcihsakracterise and list in a register the initial
wnnreisrkasn–dtiahncrteiyoantosupalrannddloiasptyipnogtrotruendspiatoieynss.iwbTihloietirerkse.gaisttepr rtyepsiceanllyt?sets out the risk description,

s might include those associated with : governance (governors/trustee board lacks

); operationTaypl ersisokf rsisk(sITmiagnhtdinccluodme mthousne iacsastoicoiantesd swyitsht:egmoverfnaainlucere, high staff turnover, key

aff leavin(gg,olvaecrnkoros/ftrbusuteseinbeosasrdclaocnkstirneuleivtayntpslkailnls),; aopcehraationngael riisnksg(oITvaenrdnment policy oTrhenPelganatsitvagee of risk assessment
ulatory rcleiosamkvismngu(,fnlaaiccialkutioorfnebsustsyoisnteecsmos mfcaoilpnutlrieyn,uhiwtiygihptlhsatna,rffaetpuchronaorntvgiener,giknegryoemvqeeurmnimrbeeermnot fepsontlaitcfsfy, complianadcpeespcrorripbisreikasstethaoecrftuionancstiownhoicfhsealiemcttiongmtihtigeate
a protectoironneg) aativnedpufbinlicaitny)c; iraegl urlaistokrsy r(isloksw(falieluvreetlo ocofmrpelysewritvherespoorrtinag dependencreiskosnor aenhsainncgeleopportunities within

ding). requirements, compliance risks or a breach of data protection) and available budgets and resources. Risk can
financial risks (low level of reserves or a dependence on a single source be treated in various ways:

stage comofpfurnisdeinsg).the evaluation of risk in terms of their likelihood of occ•urArveonidc–ereodurcing the probability of
d conseqluikeelnTihhcoeeoadsnoiafflyotshcisceusyrtraedgnoececiomomr pppraroiscbetas.btihlAiteyteatvnhadliuscaostinotsanegoqefureiasnkcmienseteiftrhtmhoesydodfoothfepir rioritising s ignifiplolcsaasnnstotozrrepirsrook,cimespsleesment alternative
as the triamffipacctl.igAthtthissysstatgeema moerthpordoobfapbriiolriittiysinimg spigancifticadniat rgisrkaims a.greed
• Accept and finance – commercial

such as the traffic light system or probability impact diagram. insurance, contractual transfer or

borrowing

• Reduce likelihood/diminish

Very Low Medium High Very probability – employ risk prevention
High techniques eg inspection
Impact/Probability Low (1) (2) (3) (4) (5) and process controls, preventative

Very High (5) 5 10 15 20 25 maintenance, training and education
• Reduce consequence or impact

High (4) 4 8 12 16 20 – pursue risk reduction techniques
eg disaster and contingency plans,

Medium (3) 3 6 9 12 15 off site data and information storage
• Transfer – involve another party in

Low (2) 24 6 8 10 sharing the risk eg contracts,
insurance, partnerships, joint

Very Low (1) 12 3 45 ventures

Traffic light system

TRAFFIC LIGHT SYSTEM

e of risk assessment describes the function of selecting the appropriate actions which
te risks or enhance opportunities within available budgets and resources. Risk can be
ous ways:

– reducing the probability of MloaslcsoltmoThzoemroas,|imChparlteermedeBnuitldiangltSeurrnveayotirv&eMpailnatennasnocerCpornosuclteanstses
[email protected]

t and finance – commercial insurance, contractual transfer or borrowing

e likelihoo2d2/diAmSBiAnAiSsShOCpIArToEbability – employ risk prevention techniques eg inspection
rocess controls, preventative maintenance, training and education

6

ASBA Matters By John Somerset, But w
March 2018 viabi
Is My School in the
Financially Sustainable?
Solve
other
rathe

So, s
the fu

My re
susta
susta
main

The Australian Education Act controls, delegations, policies and We c
(2013), each of the State/Territory’s asking appropriate questions. And, opera
Education Acts, the Australian not allowing the school to trade while servi
Charities and Not-for-Profit Commission insolvent. reser
(ACNC), Corporations Act (2001) and in” vi
the fiduciary duties of governors and In addition to many of these factors, rainfa
managers all require schools to be the Corporations Act (2001) considers
financially viable. whether directors are properly and fully Put s
informed about the financial affairs such servi
The Australian Education Act (2013) that they can “reasonably form” a view
considers if a school is under any form of about “financial viability”.
external administration; whether liabilities
are greater than assets; if the school But what are the appropriate questions
is unable to pay its debts when due; if to ask? What is adequate financial
the auditor is concerned about financial resources? What is financial viability? How
viability which generally involves the do we adequately inform ourselves? Ways
auditor’s adverse assessment of going to answer these questions are not clearly
concern (able to continue trading into defined in the legislation and regulations.
the future); and whether a school has
adequate financial resources. Solvency involves an assessment
about being able to pay debts today
Governance standard 5 of the and when due. But when auditors and
ACNC considers whether governors and others consider going concern and
management have exercised “reasonable financial viability, it is not just about being
care and diligence” and if they are financially viable today, but rather for
“adequately informed” to make an tomorrow as well.
independent assessment about financial
health. Factors taken into consideration So, schools have an obligation to not
include receipt of regular financial just be financially viable today, they must
information; monitoring actual financial be financially sustainable into the future –
performance against budget; asking multiple periods of financial viability.
questions; having good financial

24 ASBA ASSOCIATE

what are the appropriate questions to ask? What is adequate financial resources? What is financial
ility? How do we adequately inform ourselves? Ways to answer these questions are not clearly defined
e legislation and regulations.

ersnccoyninsvidoWelvreghsoaianntgaacsorsneecsestrhmn eeannatdapfbinpoaurntocbipaelirnvigiaaabtbielilteyq,toiut piesasyntoditeojbuntssst taotbdooauyat absnekdin?wg hfiennandcuiael.lyBvuitawblheetnodaauyd,itbourst and
er for tomWorrohwaatsiwseall.dequate financial resources?
schools hWavehaantoibsligfaitnioanntocnioatljuvstiabebfiilniatnyc?ially viable today, they must be financially sustainable into
uture – mHultoipwle pdeoriowdseofafindaenqciualavitaebliylityi.nform ourselves?

esearch identified many financial, non-financial, leadership and management attributes of a financially
ainable school. I won’t talk about all those now, but I can summarise the concept of financial
ainability as having adequate cash inflow from operations to service debt, reinvest in assets and
ntain adequaMtyerecsaesahrchreidseenrtvifieeds.many financial, non-financial, leadership and management attributes of a financially sustainable school.

I won’t talk about all those now, but I can summarise the concept of financial sustainability as having adequate cash inflow from

can thinkoopef rtahtieonssctohoseorlviacesdaebret, sreeinrvveositrinofasassestseatsndinmcaliundtaiingadceaqsuhat.eTchasaht rreesseervrevso. ir is filled each year by the
ating surpluWsefrcoanmthtirnakdoifntghe“srachinoofal alls”.aBreustetrhvoeirroefsaessrevtosiirncisludirnagincaesdh.oTfhcatarsehsetrhvorior uisgfihlletdheeac“fhloyeoadrgbayttehes”opoefradteinbgtsurplus
icing andfroamsstreatdirnegin“rvaeinsfatmll”.eBnutt.thIfetrheeservaoinir fias ldlriasinnedotosf cuafsfihcitehrnotugtoh tmhee“efltooddegmataesn”dosf doenbttsheervriceinsgearvnodiar,sstehtereinvestment. If the
rvoir willrraeindfaullcisenaont sdufmficaieyntetovemneteutadlelymarundnsdornyt.hSe urersee,rvionir,ytehearresseorfvolairrwgiell rreediuncveeasntdmmeanytewveantteuarllmy rauny dbrey. S“puripe,eindyears of large
ia borrowreeindvefustnmdesn.t wBautet rtmhaaty mbee“apnipsedthine” vdiaebbotrsroewrevdicfiunngdsf.loBoutdtghaattme eisanlsatrhgeedreabnt sderwviceinmg uflosotdegnatseuisrelatrgheer aanndnwueaml ust ensure
all is sufftihceieannnt.ual rainfall is sufficient.

Put simply, cash flowing in each year must be adequate to sustainably meet the drain of cash for debt servicing and asset

simply, craesinhvefslotmweinntgwhinilset macahintayienainrgmtheusinttebgerityadofetqheuraetseertvooirsiutssetlfa-inseaebfliygumree1e. t the drain of cash for debt
icing and asset reinvestment whilst maintaining the integrity of the reservoir itself - see figure 1.

This year, the ASBA/Somerset Non-GoFvigeurnrme e1nSt cShchooool lass’ Fainraensceiarvl oPierrfoofrmasasnectesSaunrdvecya(sFhPS) includes the reservoir infographic
as per figure 1 populated with your school’s data. The cash inflow will come from the Net Cash from operating activities in section 7
of the survey but adjusted to remove one-off capital receipts because we are trying to identify the school’s reliable “rainfall” - annual
operating surplus. The cash outflow for debt principal repayment comes directly from data entered in section 2 of the survey where
we ask for your minimum debt repayment obligations. Depreciation/amortisation is used to estimate minimum cash outflow for
reinvestment.

The FPS is a valuable tool to help schools identify positive and negative trends in performance and therefore provide an
opportunity for governors and management to respond to changing circumstances - a key attribute of a financially sustainable
school. I encourage schools to not just think of the FPS as a comparative analysis tool, but firstly consider and monitor the trend in
your own school’s performance. That’s why annual participation is a must.

The comparison against similar schools can then be used to help identify and quantify strengths and weaknesses, make
informed decisions on relative performance, ask appropriate questions, develop improvement strategies, and if required help it “rain”
more – increase the operating surplus. These tools therefore help governors and management to meet their legal obligation to make
informed decisions, ask appropriate questions and form an opinion on school financial health and risks.

Based on feedback received from past participants, 100% recommend the survey to their counterparts.
(Continued p26)

MAY 2018 25

ASBA Matters We are now gathering data for the
2017 school year with reports scheduled
Is My School for release on 31 July 2018. Go to www.
Financially Sustainable? somerseteducation.net for further details.
The participation fee starts at $660
“Genesis Christian College has been using the ASBA/Somerset Non- including GST ($330 including GST for
schools of less than 200 enrolments) for
merset Non-GoverGnmoenvt Secrhnoomls’ eFinnatncSialcPheroforomlasnc’eFSuinrveayn(FcPiSa) lincPluedersfothermance survey for the last eight years. access to the survey and reporting tool
until June 2019. Schools can go back
per figure 1 populated with your school’s data. The cash inflow will come from the into the survey at any time up until March
2019, change data, re-select samples and
g activities in sectioInr7eolfitgheiosuurvseylybutcaodjumstepdlteo rteemotvheeones-ouffrcvapeityal reecveieptrsy year because I believe the ratios and generate reports.

o identify the school’s reliable “rainfall” - annual operating surplus. The cash outflow We sincerely thank the schools
that participate every year. We strongly
ment comes directlybfreomncdahtamentaerrekd sin specrtoionv2idofethde saurvreey wvhietraelwlye aismk fopr ortant for me to continually achieve strong encourage schools to be an annual
participant to ensure trend analysis
ayment obligations. Depreciation/amortisation is used to estimate minimum cash is maintained which helps governors
and management execute their legal
. financial performances at my school. The information that is entered into the responsibilities by identifying changes,
quantify differences and to make well-
ool to help schools identify positive and negative trends in performance and therefore of the data required is based upon the informed decisions. If your school has
never participated or not participated for
survey is relatively easy because mostor governors and management to respond to changing circumstances - a key some time, we warmly welcome you to the
survey.
sustainable school. I encourage schools to not just think of the FPS as a comparative resulting data every year with my
If you have any questions, please do
Financial Questionnaire format. I use theconsider and monitor the trend in your own school’s performance. That’s why annual not hesitate to contact Somerset Education
on telephone 1300 781 968 or emaioloil
Finance Committee to compare how Genesis performs across a large number [email protected]

similar schools can then be used to help identify and quantify strengths and
med decisions on relative performance, ask appropriate questions, develop help me to make slight alterations in

of ratios and benchmarks. The resultsand if required help it “rain” more – increase the operating surplus. These tools

s and management to meet their legal obligation to make informed decisions, ask ensure that my ratios and benchmarks

my budgeting process each year tond form an opinion on school financial health and risks.

eived from past parcticoipannttsin, 1u00a%llryecolommoekndgthoe sourdve.yItosthterior cnougntleyrparretsc. ommend using the ASBA/Somerset Non-

ege has been usingGthoe AvSeBrAn/Smomeernsett NSonc-Ghooveornlmse’ntFSicnhoaonls'cFiinaanlcPialerformance survey.”

the last eight years. I religiously complete the survey every year because I believe
rks provided are vitally important for me to continually achieve strong financial

Mr Rodger Brook B.Com CPAool. The information that is entered into the survey is relatively easy because most of

ed upon the Financial Questionnaire format. I use the resulting data every year with

Business Manager | Genesis Christian Collegeto compare how Genesis performs across a large number of ratios and benchmarks.

make slight alterations in my budgeting process each year to ensure that my ratios

March 2018ually look good. I strongly recommend using the ASBA/Somerset Non-Government

rmance survey.”

m CPA

ge

ata for the 2017 school year with reports scheduled for release on 31 July 2018. Go INVEST IN
ion.net for further details. The participation fee starts at $660 including GST ($330 A BRIGHTER
ls of less than 200 enrolments) for access to the survey and reporting tool until June FUTURE.
ack into the survey at any time up until March 2019, change data, re-select samples

schools that participate every year. We strongly encourage schools to be an annual
nd analysis is maintained which helps governors and management execute their
identifying changes, quantify differences and to make well-informed decisions. If your
pated or not participated for some time, we warmly welcome you to the survey.

ns, please do not hesitate to contact Somerset Education on telephone 1300 781 968
seteducation.net

As a high performing*,
low cost industry super
fund for all Australians,
NGS Super is committed
to sustainable investment
practices.

We’re a member of the Australian Disclaimer: SuperRatings does not issue, sell, guarantee or Disclaimer: For further information about the methodology
Council of Superannuation underwrite this product. Go to www.superratings.com.au used by Chant West, see www.chantwest.com.au
Investors (ACSI) who work to for details of its ratings criteria.
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* Past performance is not a reliable indicator
of future performance.

26 ASBA ASSOCIATE

Our Schools

Environmentalism
a popular fixture in the

.

King’s College curriculum

Ten Years
of the MacKay Trail

PICTURED LEFT: Oliver Woodhams (Year 9, Selwyn) measures water
clarity and temperature on the MacKay Trail.

T en years on since it’s opening, “Through the Junior Biology Jules Robson, Head of Biology at King’s
the MacKay Trail at King’s College programme, our students are getting a with two keen Biology students.
has become an integral part first-hand experience of analysing and
of the College environment. No longer prioritising these issues before designing
an untouched forest at the back of the solutions and tackling some real-life
grounds, the MacKay Trail now features practical work – mud and all.”
an abundance of animal and plant life with
native Pohutukawa and Kauri trees lining The recent introduction of the beehives
the pathway. and the current extension of the Trail
have also provided further learning into
Led by Head of Biology and keen the importance of natural agriculture and
environmentalist Jules Robson, the project horticulture.
originally started as a stream rehabilitation
programme and clearing of land and Environmentalism a popular fixture in the King’s curriculum
waterways near the old College rifle range.
Throughout the years, however, the focus Year 9 Biology
for the Trail has changed a great deal,
with the rapid growth of both plants and Students are first exposed to the MacKay Trail through Year 9 Biology in the
weeds, and the evitable pollution to the Stream Conservation and Ecology class, learning first-hand the importance of
stream creating a valuable insight and protecting the environment. Year 9 Biology teacher Ronel Barlow teaches students
learning tool for students to see the effects how to measure abiotic and environmental factors that influence plant and animal
of global environmental issues. life around the stream. (Continued p28)

“Within our College boundaries,
we have a veritable environmental and
waterways teeming with invertebrate
and fish life,” says Jules. “However, they
also reflect a microcosm of some of
New Zealand’s most pressing ecological
problems: invasive weeds, possums,
pollution and erosion.”

MAY 2018 27

Our Schools

Environmentalism

a popular fixture in the King’s College curriculum

Year 9 Biology (cont) Year 9 Biology students use a turbidity tube to measure water clarity.

Students in this module collect water
temperature measurements and calculate
turbidity using a turbidity tube and the
stream flows.

“What Jules Robson has done in the
MacKay Trail is absolutely phenomenal.
The Trail is the most remarkable learning
tool,” says Ronel.

How has the MacKay Trail
changed over the years

The MacKay Extension

Year 12 Biology One special King’s community Mrs Janet Hanna and Jules Robson
member, Mrs Janet Hanna, has
The MacKay Trail is also part of generously sponsored an extension of “Richard was a true ‘Man of King’s’
the Year 12 AS CIE Biology curriculum. the Trail due to the strong connections and the son from a family strong in their
Students spend classroom sessions in it still holds to her late husband Richard support of King’s College. Though he
the Trail, tracing the outline of leaves onto Hanna who was a student at the College himself moved overseas for many years,
graph paper to calculate the rate at which in Parnell House from 1949 to 1953. he always made a special effort to keep
plants lose water in a process called ties with the school and his old school
transpiration. The first connection is the location friends, often finding time to come back
of the MacKay Trail. The Trail site runs to the school for special events and
28 ASBA ASSOCIATE almost directly over the original Rifle dinners.”
Range where Richard spent many hours
practicing his skills as both the 1953 Janet’s contribution, coupled with a
Shooting Captain and Senior Champion donation from the Friends Association,
of the College Shooting team. the College’s parent-led fundraising and
friend-raising organisation, means that
Furthermore, the old Parnell House plans to extend the MacKay Trail are now
backed virtually to the edge of the underway. The contributions will support
golf course next door. Robert and his the preparation, planting, trail construction
friends would often reminisce on tales and initial weed maintenance programme.
of moonlight bike rides around the golf
course, usually starting over what is now
part of the MacKay Trail.

In later life, Richard also developed
a strong interest in fostering an
appreciation and understanding of
the natural world, and the educational
aspect of extending the Trail would have
appealed to him.

Environmental heroes at King’s

Aidan Perkins and Environmentalism is an ever-growing facet of the Round Square Committee at the College, with
the Round Square many exciting and entertaining sustainability projects currently being undertaken to promote student
Committee environmentalism. One student leading this charge is Year 13 student Aidan Perkins.

Aidan is the Prefect in charge of Recycling and Sustainability. He has continued this year, as he has
done since he was in Year 10, to lead a team of students to recycle the paper from all administration
areas of the College into OJJ Fibre Solutions recycling bins. On top of this, Aidan and the Round
Square Committee have organised multiple tree planting expeditions at Motuihe Island and a range of
conservation based ventures at Motutapu Island, which are all a step in the right direction regarding
sustainability.

Flora Student voice in the Teacher finds a second
The plants have grown to such a degree
that only minimal planting of native species is Master Property Plan use for coffee grinds
needed each year. Initially a crew of Sunday
student volunteers would manage this work, “As the College sets about moving For two years now, English teacher
but as the trees continue to grow at such a forward, particularly with the Master Schalk van Wyk has been using the coffee
rate, the task of managing this is no longer Property Plan, it is vital that a student grinds from the coffee machines around
with staff and students. voice and perspective are not left out of the College as a fertiliser for his own veggie
Embracing our MAori heritage the equation,” says Aidan. garden.
Identification signage is now underway
in Maori, English and Latin to promote New With this sentiment in mind, a group “The leftover coffee makes for great
Zealand’s major native plants on the Trail. of students from our environmentally compost – my worms are very wide-awake,”
Currently, students are investigating Maori conscious Day Houses and Boarding says Schalk.
medicinal uses of native plants as part of the Houses will be trying to contribute to
Year 9 Stream Restoration module in Biology. the College through trialling some new “I think it’s important that we practise
Similarly, the Biology and Technology systems, including solar panels and and preach sustainability and growing our
departments are hoping to come together multi-compartment bins. own vegetables is the perfect way to start.”
for an exciting new project where student
carvings of Maori sculptures will adorn the All in all, this is set to be an exciting Teacher leads charge on
Trail. period of student environmentalism that
Fauna and our Bee Hives awaits us. student sustainability
The Butterfly garden has blossomed
over the last three years and now has “Be it paper recycling or collecting Biology teacher Udi-Ann Delport is
enormous numbers of Lepidoptera in rubbish, or even planting trees, there another staff member who quietly, in
residence. In addition, the bees are now so is nothing quite like the satisfaction the background, works away on various
well established that the College has several of trying to contribute positively to sustainability projects.
spring swarmings collected by the local the environment. Being conscious of
apiarist. the environment is a skill possessed Udi-Ann, along with Aidan Perkins
by many, but all too often bad habits and other engaged students, has been
get in the way. The College, however, planning a single-use plastic free week to
provides a solid foundation for willing possibly take place in Term 2 to encourage
students to foster their environmental communities to ban single-use plastic.
consciousness,” says Aidan.
“Old habits are very difficult to
overcome especially when convenience is
part of nature,” says Udi-Ann.

(Continued p30)

MAY 2018 29

Our Schools

Environmentalism
a popular fixture in the King’s College curriculum

Student groups tackle sustainability in their Young Enterprise business projects

One group of students are currently “As a group, we Worm-juice fertiliser
creating a reusable shopping bag after
realising many bags already on the market wanted to go down the tackles food waste
focus too heavily on design, rather than environmental route
functionality. Going one step further, the with our company as Another student project in Year
group are also pledging that with every we can see the impact 13 Business is looking to create
purchase made, the student company will plastic is having on our worm juice as a fertiliser for food
clean up one square metre of coastline, world. More than one waste. After realising food waste
to make sure consumer money will evoke trillion plastic bags are is an ongoing problem in many
change within our environment in more than establishments, the group have set
one way. .”consumed yearly, almost out to create a user-friendly worm
compost bin that can be set up in
“I was at the supermarket with my mum one million a minute local restaurants and cafés to find a
and we noticed that the reusable bags were use for the food thrown away at the
either cheap and unreliable or extremely – Year 13 student, Izzy Foord. end of the day.
expensive and over the top,” says Year 13
student, Jack Williams. Having already made their first
prototype, the group are confident
“From this, I came up with the idea of that the worm juice created will help
finding an alternative medium between the fertilise many fruit and vegetable
two that could be both affordable for our crops around Auckland, New
consumers, whilst also being stylish and Zealand.
durable.”

30 ASBA ASSOCIATE

<

MAY 2018 31

Our Schools

Mentone Grammar

Mentone Grammar Business formative stage of life. This concerted The Centre consists of eight light-filled
Manager, Nicole Bradshaw, approach to bridging the leap from classrooms, a reading lounge, breakout
said it is an exciting time primary to secondary develops the spaces, a multi-purpose performance
to be involved in building projects in confidence and self-direction students auditorium and an outdoor learning deck.
education. “A new era of Building Design require to make the most of their senior “The Centre is designed to blur the perimeter
is challenging the conventional view of years. between inside and outside with soft timber
learning spaces, and we are witnessing “Years 5 and 6 is an exciting time finishes, natural light and outdoor learning
overwhelming evidence that the physical for Mentone Grammar students as they spaces.”
environment of a school has an enormous transition into single gendered classes. The pinnacle feature is a professional
impact on the quality of learning and the Our dynamic co-education learning film studio with recording booths which
socialisation of students. model allows staff to focus on the enables invaluable digital media skills to be
“The Centre is purpose-built for our varying pastoral care and development incorporated into the curriculum.
Years 5 & 6 students to practice their needs of adolescents, while maintaining Mentone Grammar Principal, Mal Cater, said,
independence, develop their confidence opportunities to work and socialise “Schools can no longer afford for digital
as self-directed learners and nurture together as reflected in the world around media to be confined within a single subject.
unique interests, while facilitating teachers them,” she said. Students need to have the resources at
to provide the right level of structure and their fingertips to integrate technology into
support that students require during this their everyday, as they will need to in the
workforce. From Science to Music, Physical
Education to Maths – and everything in
between, digital media is a key form of
routine communication,” Mr Cater said.

32 ASBA ASSOCIATE

opens new Centre for transition
into Secondary School

Mentone Grammar recently opened the doors to its newest development, the Keith Jones Learning
Centre for Years 5 & 6 – an innovative learning space which uses the built environment to cultivate social
development in students.

“Students can create video blogs Collaborative learning spaces not only “It was a very special moment when the
and VoxPops to demonstrate their facilitate the development of such skills students first entered the new Centre.
comprehension and share their learning but allow students to be the drivers Their reactions were priceless. There
and ideas with the world. They can of their learning, augmenting their were excited squeals and tears of joy,
create movies and music to present their engagement and enjoyment. and some beautiful commentary. A
opinions and thoughts in creative and The foundations set during formative group of students even approached the
engaging ways – these are the sorts of years are critical in ensuring students are Builder, unprompted, and said ‘Thank you
skills that will propel their future careers confident, self-directed and motivated for building our new building’. He was
across all industries.” learners as they move into secondary moved to tears. It’s incredible how much
Geoff Masters AO explains in his school. “Our Keith Jones Learning of an impact this project has had on our
paper, Five Changes in Australian School Centre for Years 5 & 6, together with students and staff.”
Education, published by Australian Centre our complementary and rigorous
for Educational Rearch (ACER), “School program, actively accelerates students’ References
curricula tend to be designed for delivery preparedness as we focus on developing http://apo.org.au/system/files/65829/
in traditional classroom settings, at a time higher order thinking, organisation, aponid65829-49686.pdf
when new technologies are transforming mindfulness and problem-solving skills,
how courses delivered and learning takes essential abilities for VCE and beyond,” Debbie Butler | Marketing Specialist
place.” The onus is on schools to lead the Mr Cater said. Mentone Grammar
transformation and ensure their students The Keith Jones Learning Centre
are receiving the education they will need was officially opened by the Governor of
for their future. Victoria, Her Excellency the Honourable
Masters goes on to state, “Students Linda Dessau AC. The Centre is named
- especially in senior secondary in honour of Mentone Grammar’s fourth
school - often learn in isolation and in Headmaster, Mr Keith Jones (1961 to
competition with each other, at a time 1987). Mr Jones worked tirelessly to
when workplaces are increasingly improve the School’s infrastructure,
being organised around teamwork and academic standards and sporting
are requiring good interpersonal and success.
communication skills.”

MAY 2018 33

Our Schools

St Mary’s College
celebrates 150 years
of Catholic education

St Mary’s College has reached a significant milestone in its 1
history – 150-years of providing quality Catholic education 3
in Hobart, Tasmania.
Officially opening its doors on February 3, 1868, St
Mary’s College is one of the oldest Catholic schools in
Tasmania.
It is also the only Catholic Kindergarten to Year 12
all-girls’ school in Tasmania, with Kindergarten to Year 2
offered for boys.
The history of St Mary’s College – or Mount St Mary’s as
it was then known – is proudly traced to its foundation in
1868 by Presentation Sisters in Ireland.
In 1866, two years prior to the school’s opening, the
brave little band of pioneer sisters set sail from Ireland to
provide spiritual guidance to the fledgling Hobart colony.
Anniversary celebrations commenced in February 2018
with a staff reunion attended by current and former staff
members of the College.
Later that month, the St Mary’s College community
assembled on the convent lawns to witness the blessing of
a commemorative sculpture created in the image of Nano
Nagle, the foundational leader of the Presentation Sisters.
Commissioned by the College in 2016, the 1.5-metre
tall installation of the Irish-born woman, famously known as
‘the lady with the lantern’, is the work of Tasmanian stone
sculptor, Ben Tolhurst.
It is the first full-bodied sculpture created by Mr Tolhurst,
and the first that he has produced using dolerite (blue
stone), which he sourced from Murdunna in Tasmania’s
south-east.

Educational pioneer’s legacy
St Mary’s College Principal, Helen Spencer said the
sculpture was a special tribute to the school’s Presentation
foundation.
Born in 1718, Nano was best known for her courageous
work in secretly operating schools in Cork, Ireland for
deprived Catholic children for whom education was illegal
at the time
Nano’s school soon turned into a whole network of
schools and the foundations of an educational system
which was to inspire a number of valiant women and men
to establish their own schools during the following century.

34 ASBA ASSOCIATE

2 Ms Spencer said although the sisters founded St
Mary’s College a century-and-a-half-ago, Nano’s
spirit and tradition continued to inspire the school.
“Nano is regarded as one of the greatest pioneers
of Catholic education in Ireland, where she is well
known and widely acclaimed,” she said.
“Nano’s heart was always centred on those with less,
and her work did not end with her efforts in education.
“It continued in her visits to the disadvantaged families
in their homes at night via the light of her lantern in the
dangerous back streets of Cork.”
A series of leadlight windows installed in the school’s
Adrian Doyle Chapel were also blessed in February to
mark the school’s sesquicentenary.

Celebrating our Irish roots
Saturday 17 March saw the College grounds bathed in a
sea of green as the school gathered to pay homage to its

Irish beginnings with a community ‘fun day’.
Past and present students, teacher and parents of St
Mary’s College took part in the festivities, which centred
on a program of Irish music and dancing, colonial dress-
ups and old-fashioned games harking back to the school’s

19th century heritage.
Historic tours of the College and green food and beverages
were also on offer, with other features of the day including a
fancy-dress parade showcasing St Mary’s College uniforms

through the ages and the cutting of a giant birthday cake.
The highlight of the milestone year is a College Mass on
Saturday 12 May 2018, followed by an Anniversary Gala
Dinner to be held that evening at the Hotel Grand Chancellor

Hobart.
The gala weekend of May 12 will also provide St Mary’s
College alumni with the chance to participate in tours of

the College and hold their own reunion events.
St Mary’s College Principal, Helen Spencer said it was
a special time for the school, which prided itself on the

Presentation pillar of ‘hospitality’.
“Our 150th anniversary is a wonderful opportunity to
reflect on the school’s past, as we continue to build

powerful futures for young women,” she said.
There have been a number of changes to the College over the past 150-years,
with recent additions being a new purpose-built early learning centre for the
school’s Kindergarten and Prep students and a fully refurbished performing

arts facility.
“With 150 years of history behind us, it is also timely to honour the many people
who have helped form the rich and colourful landscape of St Mary’s College,”

Ms Spencer said.
“St Mary’s College is very fortunate to have the support of generations of
parents, friends and community members, each of whom have made a

profound impact to the foundation of the school that we know today.”

1. Barbara Baldwin and Joan Dixon, Bursary and Scholarship winners in 1953.

2. The whole school lined up on the steps of ‘The Parapet’ in 1932.

3. Year 1 and 2, 1955.

4. The Infants Class 1955.

MAY 2018 35

Our Schools

St Mary’s College

celebrates 150 years of Catholic education

5 The many faces of
6 St Mary’s College
As part of the school’s 150th
anniversary celebrations, St Mary’s
College Archivist, Margaret Rootes has
5. All the Tasmanian been writing a book that will highlight the
Presentation school’s rich history from the viewpoint of
Sisters in 1950. individuals.
6. Archbishop Tweedy The book, which will be published
was behind the later this year, will feature images of and
establishment stories about 150 people who have made
of a state of the art Home significant contributions to the College
Science block in 1947. community during its years of operation.
“Those individuals are made up of
students who went on to make their mark
in the world, outstanding teachers at
the school and amazing volunteers who
gave so freely to St Mary’s College,” Mrs
Rootes said.
A student of St Mary’s College before
returning later to teach, Mrs Rootes said
she has ‘always been grateful’ for the
sacrifices her parents made to send her
and her sister to St Mary’s College.
“In retrospect, I think we received
a very sound education, especially in
languages, literature and history,” she
said.
“Implicit in everything that was taught
was the fact that women were strong, and
that the world was our oyster.
“The way the sisters ran a large school
and made big decisions showed us what
women could do.
“We were encouraged to find
our strengths and to try to use our
advantages to enhance the lives of
others.”
The school’s sesquicentenary will
culminate with a Grand Bazaar (school
fair) on October 21, 2018.
Details of upcoming anniversary
events can be found on the St Mary’s
College website: www.smc.tas.edu.au.au

Timeline: Key events in the history of St Mary’s College

Early 1740s – Nano Nagle develops her ‘illegal’ Catholic schools for disadvantaged children
in Ireland, inspiring the development of many Catholic schools, and religious orders,
including the Presentation Sisters.

1866 – In August 1866, in anticipation of the arrival of the nuns from Fermoy, Bishop Murphy
had laid the foundation stone for the convent. The site was beside St Mary’s Cathedral in
Harrington Street and near the little Chapel which Father Connolly had built for his small
flock 30-years earlier.

1868 – Mount St Mary’s opened its doors to students, becoming the first Presentation
School in Australia. The sisters simultaneously ran St Columba’s school on the same
property; a co-educational school for disadvantaged students, which was supplemented by
the fees from Mount St Mary’s students.

1870 – Boarding accommodation was introduced, making it the first Catholic boarding
school in Australia. The boarding facilities ceased in 1971.

1898 – The College changed its name to St Mary’s College, as it is known today.

1957 – St Columba’s closed due to the expansion of St Mary’s College, with both schools
merging together. All students were absorbed into the fabric of St Mary’s College.

1998 – After years of Presentation Sisters in the position of headmistress, St Mary’s College
introduced its first lay principal.

2011 – The College was handed over to the Archdiocese but the Presentation Sisters
continue to maintain strong links with the school community.

2018 – St Mary’s College celebrates its 150th anniversary.

MAY 2018 37

ASBA Matters ““All our Chapters love having visitors from other

News from the Chapters attending their Conferences and Professional
CEO Development Days/Events, so please keep a keen eye
out on the website for dates, times and locations and
see if you can travel to another Chapter.

Reminder - Alliance with Australian Institute of
Company Directors
ASBA/NAB Social Leadership Program ASBA is a proud supporter of the Australian Institute of
Scholarship 2018 Company Directors’ (AICD) excellent courses in governance,
and many of the ASBA Board members as well as your
ASBA is once again excited to partner with NAB to School Council/ Board members have completed the
offer the 2018 ASBA/NAB Social Leadership Program Company Directors’ Course ™, which the AICD refers to as
Scholarship. This year NAB very generously allowed us ‘the benchmark in director training.’ This course is extensive
to offer 3 full sponsorships to our members to attend the and provides ‘a thorough understanding of compliance,
program facilitated by Professor Kash Rangan from Harvard risk, strategy, finance and the role of the board.” To help
Business School. Thank you to those members who applied the newer Business Managers in the group, AICD also
for the scholarship. Applications are now closed and those offers the Foundations of Directorship ™ Course, which is
chosen will write an article of their impressions and learnings ‘tailored to new and aspiring directors, senior executives
from the program for the November 2018 edition. and managers.’ For further information, go to www.aicd.
companydirectors.com.au.professional-development-
First TV Ed Network Webinar handbook. To assist you to get started in your relationship
with AICD, ASBA has negotiated to waive the AICD joining
Many of you watched our first live webinar, Dismissing fee of $220 (inc.GST) for fully paid up ASBA members during
Staff in Schools as a Result of Poor Behaviour provided 2018.
by our new alliance partner, Television Education Network. This is a great discount and also means that your fees
For those of you who missed it, a recorded copy can now for the Company Directors Course ™, the Foundations of
be downloaded from the website under the Resources/ Directorship ™ Course and any other courses or events
Resource Library/Resources by Topic/HR Management & you wish to attend will be reduced to a member-only fee - a
Staff Training section. significant saving.
Membership with the AICD will help you to understand
38 ASBA ASSOCIATE your duties and responsibilities as a Company Secretary and
to stay current with access to their up-to-date governance
resources to assist your Board.
Please support this great new initiative by signing up as
an AICD Member.

To access the joining fee waiver: email
[email protected] or phone Susan
Hambleton on (03) 9245 4208.

ASBA2019 – Hobart 1~4 October 2019
The Conference Committee held a great Sponsorship Prospectus Launch function at Hutchins School in Hobart in early
February 2018 and it was a roaring success with all attendee sponsors purchasing exhibition space or other sponsorship
within a week after the function. The Boarding School dining room was done up in Tassie bush styling and local produce
was transformed into amazing canapes by our Strategic Partner Alliance’s chef, Raymond, who flew across from Melbourne
especially for the occasion. It was a lovely event which I was very lucky to attend along with the National Conference
Committee and the Chair of ASBA Limited.
Preparation marches on for ASBA2019, with the majority of speakers locked in and the social events well into planning.
The Tasmanians members will be putting on a great partners’ program to keep your partner entertained while you work
hard at attending their equally busy conference program. Make sure you and your partner lock the conference date and the
weekend following the conference into your diaries, so that you can stay and look around at this beautiful city and surrounds.

Hayley Steyn Alliance Rob Loncar Higgins Stuart Calvert, Director & Tassie members organising ASBA 2019
Paul Chodzeisner Ricoh

ASBA/ISBA Tour London/Brighton 2018
The inaugural tour of 23 members will head off to the ISBA Conference in Brighton, England in
a whirlwind tour from Saturday 5 May to Tuesday 15 May. The tour will be visiting four schools as
well as attending the two-day conference and everyone is very excited about this opportunity. David
Woodgate, CEO of ISBA, has assisted in arranging the tours, and has been kind enough to arrange

a special treat to attend Evensong at Canterbury Cathedral as guests of the Dean. A significant number of tour members will
also be travelling on the new Qantas 17-hour direct flight from Perth to London, so hopefully they won’t be too ragged when
they arrive!
A comprehensive report on the tour will be published in the November edition of Associate. All going well we will be
organising a follow up in 2020.

Chapter Conferences in 2018 If you have any questions, concerns or queries
about anything ASBA, please don’t hesitate to
Our Chapters are gearing up for their 2018 contact me at [email protected].
conferences with professional development events
for you all throughout Australia and New Zealand. Pip Thomas|Chief Executive Officer
All our Chapters love having visitors from
other Chapters attending their Conferences and NSW Hunter Valley 3-5 October 2018
Professional Development Days/Events, so please NZ Christchurch 24~25 September 2018
keep a keen eye out on the website for dates, times Qld Gold Coast 6~9 June 2018
and locations and see if you can travel to another SA &NT Darwin 17~19 April 2018
Chapter. Some of our Chapters are happy for Vic Melbourne 6~8 June 2018
members of other Chapters to attend at member Tas Hobart 2~3 August 2018
rates – just ask!
Most of the events can be booked online through the
website. A reminder of those dates for you:

WA Busselton 11~14 September 2018

MAY 2018 39

Association of School 1 – 4 October 2019
Business Administrators Hotel Grand Chancellor
Biennial Conference Hobart

KEY DATES: Registration Early Bird
Opens Registration Closes
Sponsorship/Exhibition
Bookings Open 12 Nov 2018 29 Mar 2019

8 Feb 2018

CONFERENCE HOST STRATEGIC PARTNERS